Welcome to Mr. Lazere's Environmental Science Page!
Individual Projects
Please summarize your project by:
(1) Describing what you set out to do.
(2) Describing what you accomplished.
(3) Reflecting on what you accomplished (i.e. what you learned, how it impacted you or others, how you might improve it, whether or not you plan to continue it and why, etc.)
1. Set up a Wiki for your Project (see right)
2. Write a description of your project
3. Write your current plan for carrying out the project.
4.Write down the resources that you think you will need to
complete the project.
5. Each week I expect you to update your wiki, telling me
about your work and progress for that week. Week 1 is due
next Sunday night (4/11), Week 2 is due Sun 4/18, and so on.
*Go to http://wikispaces.com
*Sign in if you have an account, or set up an account
*Click on "Create a New Wiki"
*Name your Wiki: Mike - ES Project
*Click on 'Edit" and finish steps #2-5
2nd Semester: Essential Q’s: What impact do humans have on ecosystems? What are the political, economic, personal and ethical implications of those impacts?
Goals:
(1) Through readings, discussions, simulations, field work, etc., students will develop a personal ethic regarding the value of ecosystems, and their relationship to them. Using this background, students will develop and defend positions on how to deal with human impacts on ecosystems at different levels (personal, school, city, state, nation, world).
(2) Students will also develop an personal project to apply their learning to a authentic activity.
Possible projects include, but aren’t limited to: environmental research, environmental action (e.g. write a letter to a govt. official, writing a REAP grant to fund a school-based project), environmental work (e.g. volunteer work on the prairie), environmental education (e.g. writing an educational guide for the AHS prairie), Iowa Nature Mapping (e.g. bird watching or small mammal trapping), Project FeederWatch (bird watching), water monitoring (IOWATER), etc.)
Major Themes
1. Population Growth
2. Climate Change
3. Agriculture (Historical to present)
4. Renewable and Non-Renewable Resources (especially energy and water)
Sem 2 Projects
1. Tabletop Biospheres
2. Moore Park Pond. Students will work on writing a report for the city that includes data collected, their assessment of the data, and a discussion of “next steps” in the plan to restore the pond. We will try to coordinate the efforts of the 4 Env Sci classes by using a wiki. We will also encourage the kids to get involved in educating the Northridge community about homeowner practices that affect Moore Pond.
3. Individual Research Projects (see above)
4. Neal Smith Prairie – raising and planting seedlings.
5. Environmental Readings (books from grant)
Assignments
*Students should be brainstorming ideas for their Individual Projects
*Students should choose one aspect of the Moore Park Pond project that they want to be involved with. Click here for the wiki site: Moore Park wiki
Grading
*Grading Scale. Although I do not round percent grades, attitude and effort will also be considered, especially for borderline grades.
A+: 95-100% A: 90-94% A-: 85-89%
B+: 80-84% B: 75-79% B-: 70-74%
C+: 6569% C: 60-64% C-: 55-59%
D+: 50-54% D: 45-49% D-: 40-44% F: < 40%
The following 5-point scale will be used to assess your writings about your various environmental topics. Any opinions must be based on a solid understanding of the important scientific and social issues.
CRITERIA
EVALUATION
Students will be able to:
• Show evidence of thorough and deep understanding of content.
• Communicate knowledge clearly and thoughtfully.
• Formulate explanations that are consistent with classroom discussion/concept development.
• Formulate explanations that are logical and based on valid information or data
• Use examples and evidence to illustrate understanding
• Effectively use knowledge and skills
(i.e. apply to new situations or contexts, make connections to other content, solve unfamiliar or novel problems, make judgments that have social or personal implications, etc.)
5 = Advanced. (In addition to a 4) Superior, consistent performance that demonstrates personal insight and understanding that go beyond expectations.
4 = Proficient. A solid, consistent performance that demonstrates competency of both simple and complex knowledge and skills.
3 = Satisfactory. Demonstrates mastery of basic knowledge and skills. Limited achievement with more complex knowledge and skills.
2 = Developing. Demonstrates a limited mastery of simpler knowledge and skills. Below basic expectations.
1 = Unsatisfactory. With help, demonstrates a partial understanding of the simpler knowledge and skills.
0 = Even with help, shows no understanding or skills.
Student Traits
You will assess your behaviors daily in 3 areas (Citizenship, Work Ethic, & Habits of Mind) using the “Student Traits” form. We will meet one-on-one every 2-4 weeks to discuss your ratings and determine your performance using this scale:
5 = Consistently demonstrates 4 = Usually 3= Sometimes 2 = Infrequently 1 = Seldom demonstrates
Welcome to Mr. Lazere's Environmental Science Page!
Individual Projects
Please summarize your project by:
(1) Describing what you set out to do.
(2) Describing what you accomplished.
(3) Reflecting on what you accomplished (i.e. what you learned, how it impacted you or others, how you might improve it, whether or not you plan to continue it and why, etc.)
2. Write a description of your project
3. Write your current plan for carrying out the project.
4.Write down the resources that you think you will need to
complete the project.
5. Each week I expect you to update your wiki, telling me
about your work and progress for that week. Week 1 is due
next Sunday night (4/11), Week 2 is due Sun 4/18, and so on.
*Sign in if you have an account, or set up an account
*Click on "Create a New Wiki"
*Name your Wiki: Mike - ES Project
*Click on 'Edit" and finish steps #2-5
2nd Semester: Essential Q’s: What impact do humans have on ecosystems? What are the political, economic, personal and ethical implications of those impacts?
Goals:
(1) Through readings, discussions, simulations, field work, etc., students will develop a personal ethic regarding the value of ecosystems, and their relationship to them. Using this background, students will develop and defend positions on how to deal with human impacts on ecosystems at different levels (personal, school, city, state, nation, world).
(2) Students will also develop an personal project to apply their learning to a authentic activity.
Possible projects include, but aren’t limited to: environmental research, environmental action (e.g. write a letter to a govt. official, writing a REAP grant to fund a school-based project), environmental work (e.g. volunteer work on the prairie), environmental education (e.g. writing an educational guide for the AHS prairie), Iowa Nature Mapping (e.g. bird watching or small mammal trapping), Project FeederWatch (bird watching), water monitoring (IOWATER), etc.)
Major Themes
1. Population Growth
2. Climate Change
3. Agriculture (Historical to present)
4. Renewable and Non-Renewable Resources (especially energy and water)
Sem 2 Projects
1. Tabletop Biospheres
2. Moore Park Pond. Students will work on writing a report for the city that includes data collected, their assessment of the data, and a discussion of “next steps” in the plan to restore the pond. We will try to coordinate the efforts of the 4 Env Sci classes by using a wiki. We will also encourage the kids to get involved in educating the Northridge community about homeowner practices that affect Moore Pond.
3. Individual Research Projects (see above)
4. Neal Smith Prairie – raising and planting seedlings.
5. Environmental Readings (books from grant)
Assignments
*Students should be brainstorming ideas for their Individual Projects*Students should choose one aspect of the Moore Park Pond project that they want to be involved with. Click here for the wiki site: Moore Park wiki
Grading
*Grading Scale. Although I do not round percent grades, attitude and effort will also be considered, especially for borderline grades.
A+: 95-100% A: 90-94% A-: 85-89%
B+: 80-84% B: 75-79% B-: 70-74%
C+: 6569% C: 60-64% C-: 55-59%
D+: 50-54% D: 45-49% D-: 40-44% F: < 40%
Your grade will be based on these categories:
(1) Content Knowledge = 40%. (2) Student traits = 30%. (3) Projects = 20%. (4) Final Exam = 10%.
Content Knowledge:
The following 5-point scale will be used to assess your writings about your various environmental topics. Any opinions must be based on a solid understanding of the important scientific and social issues.Students will be able to:
• Show evidence of thorough and deep understanding of content.
• Communicate knowledge clearly and thoughtfully.
• Formulate explanations that are consistent with classroom discussion/concept development.
• Formulate explanations that are logical and based on valid information or data
• Use examples and evidence to illustrate understanding
• Effectively use knowledge and skills
(i.e. apply to new situations or contexts, make connections to other content, solve unfamiliar or novel problems, make judgments that have social or personal implications, etc.)
5 = Advanced. (In addition to a 4) Superior, consistent performance that demonstrates personal insight and understanding that go beyond expectations.
4 = Proficient. A solid, consistent performance that demonstrates competency of both simple and complex knowledge and skills.
3 = Satisfactory. Demonstrates mastery of basic knowledge and skills. Limited achievement with more complex knowledge and skills.
2 = Developing. Demonstrates a limited mastery of simpler knowledge and skills. Below basic expectations.
1 = Unsatisfactory. With help, demonstrates a partial understanding of the simpler knowledge and skills.
0 = Even with help, shows no understanding or skills.
Student Traits
You will assess your behaviors daily in 3 areas (Citizenship, Work Ethic, & Habits of Mind) using the “Student Traits” form. We will meet one-on-one every 2-4 weeks to discuss your ratings and determine your performance using this scale:5 = Consistently demonstrates 4 = Usually 3= Sometimes 2 = Infrequently 1 = Seldom demonstrates
Projects
This will include your individual projects and may include the Moore Park project and others. We will work out the details during the 2nd semester.